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Journal articles on the topic 'Technical English'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 August 2024

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1

Manjula, K., and D. Kanakadurga. "Technical Structures in Technical English." SREYAS International Journal of Scientists and Technocrats 1, no. 3 (February 27, 2017): 37–42. http://dx.doi.org/10.24951/sreyasijst.org/2017031006.

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2

White, Jack Palmer. "English Technical Translation." Babel. Revue internationale de la traduction / International Journal of Translation 31, no. 3 (January 1, 1985): 147–51. http://dx.doi.org/10.1075/babel.31.3.06whi.

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3

MATVEEV, Anton. "TECHNICAL ENGLISH IN AEROSPACE." World of academia: Culture, Education, no. 8 (November 12, 2021): 31–35. http://dx.doi.org/10.18522/2658-6983-2021-8-31-35.

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Since 2004, the International Civil Aviation Organization has imposed pilots and air traffic controllers elsewhere in the world to comply with the established language proficiency standards as a safety measure against language and communication problems during flights. Currently, one of the problems that aviation English practitioners face is the lack of training materials on aviation specifications to learn various language aspects. This article discusses peculiarities of technical English used in aerospace. Thus, technical English not only facilitates communication between native and non-native English speakers but reduces the risk of errors and overall risks as well. In this regard, appropriate teaching approaches should be chosen, various tools and forms of teaching English aviation language should be used to form the language competence of future specialists.

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4

ONO, Yoshimasa. "Flowchart of Technical Writing in English and Structure of Technical Papers in English(English for Engineers and Scientists: Technical Writing and Oral Presentation in English)." Journal of the Society of Mechanical Engineers 107, no. 1026 (2004): 380–83. http://dx.doi.org/10.1299/jsmemag.107.1026_380.

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5

ONO, Yoshimasa. "Technical Writing in English Introduction." Journal of the Society of Mechanical Engineers 107, no. 1025 (2004): 282–85. http://dx.doi.org/10.1299/jsmemag.107.1025_282.

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6

Suyarova, Mavjuda Ergashevna, and Zukhra Allaberdievna Zulfiqorova. "TEXT ANALYSIS IN TECHNICAL ENGLISH." Theoretical & Applied Science 73, no. 05 (May 30, 2019): 126–28. http://dx.doi.org/10.15863/tas.2019.05.73.21.

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7

Harvey, Arlene. "Definitions in English technical discourse." Functions of Language 6, no. 1 (November 26, 1999): 53–94. http://dx.doi.org/10.1075/fol.6.1.03har.

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This paper explores degrees of equivalence constructed in English technical definitions. From an ergative perspective, the degree of equivalence depends upon the effectiveness of the clause (i.e. effective vs middle). Effective clauses tend to be encoding in orientation (i.e. the direction of the coding in the clause is from the gloss to the term) whereas middle clauses tend to be decoding (from term to gloss) (Halliday 1967/8, 1994; Davidse 1992a, 1996). In technical definitions, ideational meaning (expressed in relational clauses) is typically metafunctionally dominant and lexicogrammatically "deautomatized" (Mukarovsky 1977), while interpersonal meanings (expressed in mood and modality) are less dominant and "automatized". In technical definitions, the source of knowledge is either absent but probeable or absent and non-probeable. It is argued here that, despite the general automatization of interpersonal meaning in definitional clauses, a residue of interpersonality is in fact critical to the degree of equivalence constructed in the clause.

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ANDREI, Cristina Maria. "The Labyrinth of Technical English." ANALELE UNIVERSITĂȚII DIN CRAIOVA SERIA ȘTIINȚE FILOLOGICE LIMBI STRĂINE APLICATE 2024, no. 1 (July 19, 2024): 18–23. http://dx.doi.org/10.52744/aucsflsa.2024.01.03.

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ESP is a complex matter to deal with for teachers as well as for students. It involves effort and commitment on both sides, a great deal of free time necessary for training, seriousness and, more than anything else, motivation; technical English is not just a long list of words to be learned by heart or complicated set phrases, it is a mix of everyday English vocabulary and conversations that are commonly met in technical contexts. Acquiring the terms in the field of expertise is vital, but only used in appropriate authentic situations may help learners get the real meaning and may help them to handle them correctly. One key aspect is to master the ability to adapt the knowledge from the class to the related work field opportunities. Useful materials are hard to create since the English teacher has no connection to the technical field, thus, a collaboration with other teachers is a positive aspect that should be taken into consideration. Students may also contribute with relevant information in the class, generating a bond with the teacher and a friendly learning environment where everybody plays a role, brings a contribution and offers support. It may be perceived as a team work coordinated by a teacher in the role of the leader. However, recently, a lot of specialised books for teaching technical English have appeared on the market, facilitating the entire teaching process.

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9

Manukonda, Ramesh. "English for Scientific & Technical Writing." International Journal for Research in Applied Science and Engineering Technology 10, no. 11 (November 30, 2022): 916–19. http://dx.doi.org/10.22214/ijraset.2022.47469.

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Abstract: ‘Communication is important not only in an organization but also in our daily life. When we use communication pertaining to technical, industrial or business matters belong to the category of technical or business communication’’. Scientific and technical writing, a form of technical communication, is a style of writing used in fields of diverse as computer hardware and software, engineering, chemistry, the aerospace, industry, robotics, finance, consumer electronics and biotechnology. Technical writing teams or departments are often referred to as Information development, User Assistance, Technical Documentation, or Technical Publications. Technical writers themselves may be called API writers, information developers, documentation specialists, documentation engineers, or technical content developers. Specific areas to be elaborated on the full paper. “ Nature of scientific and technical documentation-basics of scientific and technical documentation- organization in technical and scientific documentation – style in technical and scientific documentation –ABC of good technical and scientific documentation – history of technical and scientific documentation’. Broadly speaking, technical documentation can be categorized into three types, depending on the style of writing, the level of knowledge transferred and the target audience. End user assistance: These information products help a user understand how ton use a technical software or hardware product. Traditional technical documentation: here the objective of the writer is to communicate with a specific audience.

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10

ONO, Yoshimasa. "Clear and Suitable English Expressions for Technical Papers(English for Engineers and Scientists: Technical Writing and Oral Presentation in English)." Journal of the Society of Mechanical Engineers 107, no. 1028 (2004): 548–51. http://dx.doi.org/10.1299/jsmemag.107.1028_548.

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11

Komochkina, E. A., and T. V. Selezneva. "Long Live Technical Translation: Technical Translation in English Language Learning." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 6 (July 16, 2019): 107–14. http://dx.doi.org/10.31992/0869-3617-2019-28-6-107-114.

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The article highlights the urgent need for a new approach to teaching ESP (English for professional purposes) to Master’s applicants specializing in Physics and Mathematics. Therefore, a comparative analysis of textbooks and methods has been carried out to draw a parallel between traditional and innovative approaches to teaching foreign languages in technical tertiary institutions. The analysis has revealed the insufficiency of comprehensive ESP methodologies particularly in terms of teaching would-be mathematicians and physicists considering the science-students’ mindset. The latter should be primarily taken into account to ensure that the selection and submission of educational materials are tailored to the needs of science modes of thinking, namely, coherent and cohesive presentation of a project and its results and arguments; unified forms of presented achievements; academic command of style; concise and laconic content; universal “schemes” of presenting results. Within this context the role of extracurricular autonomous studies has been reconsidered and re-evaluated as far as language learning skills and competences are concerned. Particularly, benefits and drawbacks of individual work with an academic article have been examined as well as the current online availability of material and the extent of teacher’s involvement. The article stresses the need of transforming the conventional teaching models of technical translation and science-literature reading into a new form of seminar-workshop consultation. Its distinctive features and key principles would include its correlation with physical and mathematical disciplines, the use of specific formulaic expressions. The conclusion advances an idea based on some theoretical evidence of close integration between English and science departments to provide a Master’s applicant with relevant skills and competencies for professional communication in English.

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12

Tănase, Delia. "Teaching Professional and Technical Communication: The Case of Technical Documentation." Balkan Region Conference on Engineering and Business Education 2, no. 1 (December 20, 2017): 20–24. http://dx.doi.org/10.1515/cplbu-2017-0004.

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Abstract The present article highlights important aspects that need to be considered in the design of the academic linguistic training oriented to develop students’ technical documentation-related writing skills viewed as critical career-boosting skills that influence and condition employees’ promotion and graduates’ hiring chances. Technical documentation is an umbrella term covering different types of technical documents (e.g. technical reports, manufacturing standards, installation guides, quick references cards, troubleshooting guides, release notes, etc.) which, irrespective of usage or function, observe general characteristics and share essential features whose effective recognition and knowledgeability facilitate students’ upward career trajectory. The topic is discussed from the perspective of two teaching priorities - awareness of stylistic features characteristic of technical documentation and awareness of performance standards in terms of technical documentation production - within the ESP (English for Specific Purposes) and BELF (English as Business Lingua Franca) frameworks that prioritize the performative and lingua franca dimensions of the English language use in the currently-emerging globalized workplaces.

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13

Dychka, Nataliia, and Nataliia Hordiienko. "STYLISTIC FEATURES OF ENGLISH TECHNICAL DOCUMENTATION." Young Scientist 1, no. 65 (January 2019): 357–60. http://dx.doi.org/10.32839/2304-5809/2019-1-65-81.

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14

Kurbakova, M. A., and A. A. Kolesnikova. "Using application in teaching technical English." Yazyk i kul'tura, no. 49 (March 1, 2020): 148–56. http://dx.doi.org/10.17223/19996195/49/9.

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15

KATAOKA, Hideki. "Building up Effectively English Technical Documents." Journal of the Japan Welding Society 71, no. 2 (2002): 104–6. http://dx.doi.org/10.2207/qjjws1943.71.104.

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16

KATAOKA, Hideki. "Building up Effectively English Technical Documents." Journal of the Japan Welding Society 71, no. 3 (2002): 178–83. http://dx.doi.org/10.2207/qjjws1943.71.178.

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17

KATAOKA, Hideki. "Building up Effectively English Technical Documents." Journal of the Japan Welding Society 71, no. 4 (2002): 241–47. http://dx.doi.org/10.2207/qjjws1943.71.241.

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18

Kincaid, J. Peter, Margaret Thomas, Kimberly Strain, Ivonne Couret, and Kevin Bryden. "Controlled English for International Technical Communication." Proceedings of the Human Factors Society Annual Meeting 34, no. 11 (October 1990): 815–19. http://dx.doi.org/10.1177/154193129003401101.

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19

Orlando, Chiarello, and Knezevic Jezdimir. "Simplified technical English in Mirce mechanics." Istra?ivanja i projektovanja za privredu 11, no. 1 (2013): 9–14. http://dx.doi.org/10.5937/jaes11-3322.

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20

Harvey, Arlene. "Relational clauses in English technical discourse." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 11, no. 4 (December 1, 2001): 379–400. http://dx.doi.org/10.1075/prag.11.4.02har.

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This paper reports on patterns of verb choice in identifying relational clauses (e.g. ‘X is Y, Y is X’) in English technical manuals. While it is obvious that specific lexical verbs will feature in identifying clauses of different functions, e.g. mean (defining), call (naming), exemplify (exemplifying), less transparent is the distribution of these more specific verbs and the general or neutral verb be. The findings suggest that verb choice in (technical) identifying clauses is strongly associated with the degree of equivalence constructed between the two central nominal groups in the clause (the Token and Value). Equivalence relations are one-to-one (rather than one-to-many) and exhaustive (rather than semantically open). Major grammatical influences on equivalence include nominal group structure, ergativity of the clause, and the inclusion of features (e.g. interpersonal, logical or textual) that undermine the privileging of an experientially homogeneous world-view. The results challenge the notions that be and specific verbs are interchangeable and that be is an unmarked choice. On the contrary, the data reveal that under certain conditions be is the more marked choice. The results have practical implications for teachers and students of English (in particular, students of English for Academic and/or Specific Purposes) as well as translators.

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21

Golebiowski, Zofia. "Scientific and technical English for non-English speaking background graduates." Australian Review of Applied Linguistics 16, no. 1 (January 1, 1993): 19–36. http://dx.doi.org/10.1075/aral.16.1.02gol.

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Linguistic and cultural needs of non-English Speaking background graduates in science and technology fields are currently not being met due to the lack of specific language and communication programs. This paper discusses the development of an innovative Scientific and Technical English curriculum to be offered in university as well as industrial settings, with the aim of providing language and acculturation bridging programs for the overseas qualified professionals, to satisfy Australia’s educational and industry requirements. It describes the aims, design and outcomes of a modular, socio-cultural, negotiated curriculum, written from a perspective of training in its broad sense with education playing an integral part. The acquisition of communicative skills in English which will enable the learners to access and function in positions commensurate with their overseas qualifications and experience is seen as the ultimate objective of the program.

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22

Rus, Dana. "Technical Communication as Strategic Communication. Characteristics of the English Technical Discourse." Procedia Technology 12 (2014): 654–58. http://dx.doi.org/10.1016/j.protcy.2013.12.545.

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23

Savage, Gerald J. "Doing Unto Others through Technical Communication Internship Programs." Journal of Technical Writing and Communication 27, no. 4 (October 1997): 401–15. http://dx.doi.org/10.2190/mmqf-15ye-2ydy-6ap8.

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While technical writing continues to struggle for recognition as a legitimate academic discipline, English programs are increasingly perceived not only by nonacademics, but by academics in other fields as having little relevance in nonacademic professions. Internships are routine components of technical communication programs, but they can offer excellent professional opportunities to English majors who do not plan academic careers. A technical communication internship program expanded to encompass the nonacademic needs and interests of English majors has benefits for the English department, for English majors, and for the technical communication profession. First, it can enhance enrollments and retention in the English program. Second, it can build the credibility of the English curriculum in the nonacademic professional community. Finally, it can enhance the credibility of technical communication within the English department. It is to our advantage to do whatever we can to support our English department colleagues rather than to undermine their often precarious status in the academy and in society.

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24

ONO, Yoshimasa. "How to Use Dictionaries for Better Technical Writing in English(English for Engineers and Scientists: Technical Writing and Oral Presentation in English)." Journal of the Society of Mechanical Engineers 107, no. 1027 (2004): 475–78. http://dx.doi.org/10.1299/jsmemag.107.1027_475.

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25

MAMATKARIMOVA, Barno. "USING OF TECHNICAL TERMS IN ENGLISH FOR CORRESPONDENCE STUDENTS." International Journal of Pedagogics 4, no. 4 (April 1, 2024): 36–41. http://dx.doi.org/10.37547/ijp/volume04issue04-06.

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In this article is given the methods and difficulties of using technical terms for non-specialist directions. There are different ways of learning and working on technical terms for specialists in their work. Education Technical English in high school is aseparate aspect of the review of the system of teaching foreign languages in Uzbekistan.

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26

KYOUNO, Noboru. "English Skills for Engineers Required by the English Technical Writing Test." Journal of JSEE 58, no. 3 (2010): 18–21. http://dx.doi.org/10.4307/jsee.58.3_18.

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27

Chugai, Oksana. "TECHNICAL UNIVERSITY STUDENTS’ PERSPECTIVES ON ENGLISH LANGUAGE SKILLS." Grail of Science, no. 14-15 (June 13, 2022): 547–49. http://dx.doi.org/10.36074/grail-of-science.27.05.2022.096.

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Introduction. Studying English is of utmost importance for university students in Ukraine, yet, as a rule, they have just one English lesson per week. Self-study may solve this problem, but devoting their free time to learning English may be challenging for students. Moreover, this class time may be the only opportunity for them to study English [2]. Therefore, it is important to meet the needs of technical university students by focusing on the development of English language skills they consider the most important. The objective of this study was to analyze the perspectives of technical university students on the development of English language skills.

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28

Seytnazarova, Darmanjan Khudaybergenovna. "METHODIC TYPOLOGY OF TECHNICAL TERMS IN ENGLISH." Theoretical & Applied Science 96, no. 04 (April 30, 2021): 101–3. http://dx.doi.org/10.15863/tas.2021.04.96.21.

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29

Kurbakova, Marina Andreevna, and Anastasia Aleksandrovna Kolesnikova. "USING QUIZLET APPLICATION IN TEACHING TECHNICAL ENGLISH." Pedagogical Education in Russia, no. 8 (2019): 103–9. http://dx.doi.org/10.26170/po19-08-13.

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30

Smith, D. B. "Axioms for English in a Technical Age." College English 48, no. 6 (October 1986): 567. http://dx.doi.org/10.2307/376713.

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31

KATAOKA, Hideki. "Building up Effectively English Technical Documents (4)." Journal of the Japan Welding Society 71, no. 6 (2002): 460–66. http://dx.doi.org/10.2207/qjjws1943.71.460.

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32

KATAOKA, Hideki. "Building up Effectively English Technical Documents (4)." Journal of the Japan Welding Society 71, no. 7 (2002): 520–24. http://dx.doi.org/10.2207/qjjws1943.71.520.

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33

KATAOKA, Hideki. "Building up Effectively English Technical Documents (6)." Journal of the Japan Welding Society 71, no. 8 (2002): 585–95. http://dx.doi.org/10.2207/qjjws1943.71.585.

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34

Mwansoko, H. J. M. "Rajmund Ohly: Primary Technical Dictionary English-Swahili." Babel. Revue internationale de la traduction / International Journal of Translation 36, no. 4 (January 1, 1990): 244–46. http://dx.doi.org/10.1075/babel.36.4.18mwa.

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35

Polyakova, L. S., Yu V. Yuzakova, E. V. Suvorova, and K. E. Zharova. "Peculiarities of translation of English technical terms." IOP Conference Series: Materials Science and Engineering 483 (March 20, 2019): 012085. http://dx.doi.org/10.1088/1757-899x/483/1/012085.

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36

BONCEA, Irina Janina. "Improving Speaking Skills during Technical English Classes." ANALELE UNIVERSITĂȚII DIN CRAIOVA SERIA ȘTIINȚE FILOLOGICE LIMBI STRĂINE APLICATE, no. 1 (January 2023): 276–83. http://dx.doi.org/10.52744/aucsflsa.2022.01.29.

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37

Smith, D. B. "Axioms for English in a Technical Age." College English 48, no. 6 (October 1, 1986): 567–79. http://dx.doi.org/10.58680/ce198611589.

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38

Oštarić, Marina, and Nataša Perinčić Tičić. "Developing Communicative Competence Through Language Skills In An ESP Course ." Elektronički zbornik radova Veleučilišta u Šibeniku 16, no. 3-4 (December 28, 2022): 235–46. http://dx.doi.org/10.51650/ezrvs.16.3-4.13.

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This article investigates the importance of developing communicative competence through language skills in English for Specific Purposes (ESP) offered as a Technical English course in tertiary education. As Technical English courses are predominantly designed to prepare students for the future professional environments in the modern world, competent communication in English is to be mastered. For this reason, the integration of language skills in a Technical English course is imperative in teaching practices with students within a range of technical fields.

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39

Kirkman, John. "Which English Should We Teach for International Technical Communication?" Journal of Technical Writing and Communication 22, no. 1 (January 1992): 5–16. http://dx.doi.org/10.2190/1ly8-j1dg-a7mt-r5d5.

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There are differences of vocabulary, grammar, and usage in American English and British English. As international interchange of information increases, we must alert writers and editors to these differences, and encourage them to find forms of expression common to both versions of English. If they do not, their texts may create difficulties, not only for readers using English as a foreign language, but also for native speakers of American English or British English.

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40

Thanky, Dr Peena. "Importance of English and Communication Skills for Technical Professionals." International Journal of Scientific Research 3, no. 4 (June 1, 2012): 211–12. http://dx.doi.org/10.15373/22778179/apr2014/72.

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41

Santos, Gildenir Carolino. "Editorial English." ETD - Educação Temática Digital 11, no. 2 (January 11, 2012): 3. http://dx.doi.org/10.20396/etd.v11i2.880.

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It is with great pleasure that we are launching this current issue of the journal: ETD - Digital Thematic Education. Usually we face the question: what is needed to produce a good journal? Automatically we get an answer: if we just only have an editorial team and maintain a partnership with authors and contributors who wisely want to share their knowledge and publish their works in a recognized means of communication! Note that good papers, before being accepted for publication, require peer review. Common sense states that a scientific article may present an interesting idea, a research problem, discuss relevant data, and also, perform effective observations, since the following of this script will lead the work to be accepted and published. The second stage, the technical one, is under the responsibility of a capable staff, with technical skills, such as: formatting, revision and standardization of information, translation, and finally, the publication itself. This process, observing the steps to be followed, is part of a cycle that reinforces the production of an excellent journal.

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42

Puri, Gaurav. "Technical Architect." International Journal of Computer Trends and Technology 68, no. 5 (May 25, 2020): 48–53. http://dx.doi.org/10.14445/22312803/ijtt-v68i5p111.

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43

Al-Awabdeh, Abdul Hamed. "Linguistic Features’ Variation in Translating Technical Texts." Journal of Social Sciences (COES&RJ-JSS) 9, no. 4 (October 1, 2020): 1520–30. http://dx.doi.org/10.25255/jss.2020.9.4.1520.1530.

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This research examines the contribution of language variation in translating technical texts from English into Arabic language. It aims at analyzing language variation, technical texts translation competence, creating subject field knowledge and generating authenticity in technical texts and translation setting. This study attempts to uncover problems that English language and literature students at the University of Jordan / Aqaba branch problems of translating technical texts. This qualitative research included 30 B.A students selected randomly from the Dept. of English Language and Literature at the University of Jordan. The results of the study revealed that literature students encountered many problems when translating technical texts, particularly when using two different varieties of English American / British into Arabic language. This research recommends that translators and professional in the field should be concerned with translating technical texts and include them in translation syllabi.

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44

ONO, Yoshimasa. "Bits and Pieces of Things You Should Remember in Writing Technical English(English for Engineers and Scientists: Technical Writing and Oral Presentation in English)." Journal of the Society of Mechanical Engineers 107, no. 1029 (2004): 665–68. http://dx.doi.org/10.1299/jsmemag.107.1029_665.

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45

Knezevic, Jezdimir. "Improving quality of maintenance through Simplified Technical English." Journal of Quality in Maintenance Engineering 21, no. 3 (August 10, 2015): 250–57. http://dx.doi.org/10.1108/jqme-06-2015-0024.

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Purpose – The purpose of this paper is to address the maintenance errors caused by the lack of understanding of maintenance manuals. English is the official language of civil aviation and all relevant maintenance manuals are written in it, but – for 80 per cent of the global maintenance personnel who are using such manuals – English is not their native language. The majority of these users have knowledge of English that is rather limited and they are easily confused by complex sentences and by the number of meanings and synonyms that English words may have. Design/methodology/approach – Scientific analysis of the faulty maintenance tasks to determine the impact of the inability of maintenance personnel to correctly understand maintenance manual written in English. Findings – Analysis of the maintenance processes clearly shows that ineffective communication between system designers and maintenance personnel, through maintenance documentation, is a well-recognised contributor to the occurrence of a faulty maintenance task. Practical implications – Significant improvements in the direction of effective communication and improvement in a quality of maintenance could be achieved by applying Simplified Technical English (ASD-STE100), the benefit of which on the quality of maintenance is presented in this paper. Originality/value – Unique consideration of the quality of maintenance, which is to see it as a function of the comprehension of maintenance manuals written in English.

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46

Jiang, Yutong. "An Analysis of English Teaching Strategies in Higher Vocational Technical College." SHS Web of Conferences 185 (2024): 01007. http://dx.doi.org/10.1051/shsconf/202418501007.

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English teaching in higher vocational techcial colleges has certain particularity, so the English teaching mode of exam-oriented education should not be used. It should not imitate the college English teaching model of undergraduate colleges as well. It is necessary to pay more attention to students’ actual English level and employment needs to formulate vocational college English teaching methods. Based on the analysis of the current situation of students’ English learning and the common problems in English teaching in higher vocational technical colleges, this thesis explores some practical strategies for English teaching in higher vocational technical colleges and provides some new methods to improve the quality of English teaching and cultivate comprehensive English talents for English teachers in higher vocational colleges.

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47

Field, Simon. "Inequality in English post-16 education." Oxford Open Economics 3, Supplement_1 (2024): i828—i841. http://dx.doi.org/10.1093/ooec/odad014.

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Abstract This commentary examines post-16 education in England from the perspective of equity, with a focus on technical education. It describes how the growth of higher education (HE) has disproportionately benefited those from advantaged backgrounds, and argues that a key equity objective should be to improve the quality of the technical alternatives to HE. This objective faces several obstacles, including a fragmented and volatile landscape of technical education, weak funding and a deregulated labour market. Apprenticeship has potential but is hampered by non-compliance with minimum requirements for wages and training. Numeracy and literacy weaknesses are also magnified in the 16–19 phase of education. In response, the report recommends strengthened funding for the technical alternatives to HE, robust enforcement of minimum wage and training requirements for apprentices and better access routes designed to reintegrate weaker performers into the skills system.

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48

Zhang, Jing. "Applied research on higher English Teaching under the background of artificial intelligence." Tobacco Regulatory Science 7, no. 5 (September 30, 2021): 4074–79. http://dx.doi.org/10.18001/trs.7.5.1.183.

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During a period of artificial intelligence, all walks of life make full use of Internet technical knowledge to achieve industry upgrading and transformation, and start the “artificial intelligence” mode. Recently the growth of artificial intelligence technical knowledge is becoming increasingly mature, especially in English teaching. College English teaching should seize the opportunity brought by artificial intelligence technical knowledge to realize the improvement of professional courses. And the modern teaching status derived from artificial intelligence and the traditional teaching status will be effectively integrated to build an efficient hybrid teaching mode, which promotes the reform and advancement of English education and the modernization process. This article starts from the disadvantages of higher English education mode, analyzes the opportunities that artificial intelligence technology brings to higher English teaching, and introduces the connotation of artificial intelligence technology. Then this article studies the development of Al technical knowledge in English education, and finally investigates the application of Al technical knowledge from many aspects.

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Acar, Alpaslan. "A comparative study on effects of controlled English on the translatability of Technical texts from English to Turkish." Studies about Languages 1, no. 43 (December 22, 2023): 29–45. http://dx.doi.org/10.5755/j01.sal.1.43.34977.

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Controlled language, as a subset of natural language, refers to the restricted or standardised use of lexicon, grammar and style. It has been hypothesised that the use of controlled language makes technical texts more translatable and therefore more understandable. This paper reports the results of an experimental study designed to test this hypothesis. The results showed that controlled technical language improved the comprehensibility and translatability of technical documentation in terms of accuracy, style and text quality. The study suggests that international companies should employ technical writers and translators who prioritise the language and extralinguistic norms of the target audience, rather than blindly adhering to the source text.

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Thao, Tran Quoc. "Non-English majors’ employment of autonomous English lexical learning strategies." SOCIAL SCIENCES 10, no. 1 (June 30, 2020): 43–54. http://dx.doi.org/10.46223/hcmcoujs.soci.en.10.1.540.2020.

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The lexicon is one of the most core elements in a language system, so acquiring/learning it is a must-do job for ESL/EFL learners. Nevertheless, whether ESL/EFL learners can employ English lexical learning strategies (LLS) autonomously or not has concerned researchers and educators in different contexts. This study, therefore, endeavors to explore the use of autonomous English LLS by non-English majors at a technical Ho Chi Minh City-based university in Vietnam. It involved 200 students in answering a closed-ended questionnaire and ten students in semi-structured interviews. The results revealed that research participants sometimes utilized LLS autonomously in English language learning. Among five groups of autonomous English LLS, participants sometimes tended to use more determination strategies than other groups of social, cognitive, and metacognitive strategies and memory strategies. Additionally, the results showed that females utilized English LLS more autonomously than males. The findings imply that technical students, especially male students, seemed not to focus much on English LLS.

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